



1 



UNITED STATES DEPARTMENT OF AGRICULTURE 
BULLETIN No. 592 

Contribntion from the States Relations Service 
A. C. TRUE, Director 



Washington, D. C. 



PROFESSIONAL PAPER 



November 5, 1917 



COURSES IN 

SECONDARY AGRICULTURE 

FOR SOUTHERN SCHOOLS 

(THIRD AND FOURTH YEARS) 

By 
H. P. BARROWS, Specialist in Agricultural Education 



CONTENTS 



Page 

Introduction 1 

Adaptation to Local Needs 1 

Elective Courses 2 

Use of Reference Material 4 

Use of Illustrative Material 4 

Practical Work 4 

Outline for Hoiticulture — Third Year . . 5 

Suggested Projects for Horticulture . . 20 

Equipment for Horticulture 21 

Texts and References for Horticulture . 21 



Page 



Outline for Rural Engineering — Fourth 
Year 22 

Suggestions for Practical Work in Rural 
Engineering 30 

Texts and References for Rural Engi- 
neering 31 

Outline for Rural Economics and Farm 
Management — Fourth Year .... 32 

Home Projects in Rural Economics and 
Farm Management 39 

Texts and References for Rural Econom- 
ics and Farm Management 40 




WASHINGTON 
GOVERNMENT PRINTING OFFICE 

1917 



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UNITED STATES DEPARTMENT OF AGRICULTURE 




„„ BULLETIN No. 592 ,„, 

J^r" Contribution from the States Relations Service '^^^y\_>\ 

JU^'^^WU A. C. TRUE, Director -^y^V^i-Tf, 




Washington, D. C. 



PROFESSIONAL PAPER 



November 5, 1917 



COURSES IN SECONDARY AGRICULTURE FOR 
SOUTHERN SCHOOLS.' 

(THIRD AND FOURTH YEARS.) 

By H. P. Barrows, Specialist in Agricultural Education. 



CONTENTS. 



Page. 

Introduction 1 

Adaptation to local needs 1 

Elective courses 2 

Use of reference material 4 

Use of illustrative material 4 

Practical work" 4 

Outline for horticulture — tliird year 5 

Suggested projects for horticulture 20 

Equipment for horticulture 21 

Texts and references for horticulture 21 



Page. 
Outline for rural engineering— fourth year. . . 22 
Suggestions for practical work in rural engi- 
neering 30 

Texts and references for rural engineering. . . 31 
Outline for rural economics and farm manage- 
ment—fourth year 32 

Home projects in rural economics and farm 

management 39 

Texts and references for rural economics and 
farm management 40 



INTRODUCTION, 

The following outlines are the result of a demand for a more 
uniform standard in agricultiu-al instruction in secondary schools 
of the South. The courses outlined, with other elective courses 
suggested, are intended for the third and fourth years, after the 
students have completed the work in agronomy and animal hus- 
bandry outlined for the first two years. 

ADAPTATION TO LOCAL NEEDS. 

It is to be expected that these coiu-ses will be molded to meet the 
needs of the students of each school and the community in which 
they live. In order to accomplish this purpose it may be necessary 
to change the order of the courses in the curriculum. To meet the 
needs of the majority of schools the following order has been sug- 
gested: Fhst year, soils and crops; second year, animal husbandry;^ 

1 Prepared under the direction of C. H. I^ane, Chief Specialist in Agricultural Education. 

2 See U. S. Dept. Agr. Bui. 521 for courses for the first and second years. 
8210°— 17— Bull. 592 1 



2 BULLETIN ;j'.)2, U. S. DEPARTMENT OF AGRICULTURE. 

third year, horticulture; fourth year, rural economics and farm 
management and rural engineering. It is not essential that this order 
shall be maintained in all cases. In districts where fruit growing or 
vegetablo gardening are the predominating agricultural industries, it 
may be j^referable to have horticulture in the first year and let the 
students learn the fundamentals of plant production in their applica- 
tion to fruit growing, v(>getable gardening, and floriculture. 

The topics within each course and their order of presentation must 
be adapted also to meet local needs. It is left with the local teacher 
to work out a seasonal sequence where such is desu'ed. The teacher 
also should emphasize topics of local importance at the expense of 
those not having local value. For example, lesson outhnes cover 
both grapes and strawberries. It may happen that strawberries are 
very important in a section to which grapes are not suited; as it will 
not be necessary to spend much time with grapes, more time wiU be 
available for strawberries. Likewise, with more comprehensive 
subjects the needs of the local community should receive the most 
consideration. 

It must be left with the local teacher also to adapt the courses to 
the individual needs and capacities of his students. Students who 
have had a course in botany and a course in crop production will be 
able to go deeper into a subject like plant breeding than will those 
who are just beginning these studies. Students who have had shop- 
work in their elementary courses and mathematics and physics in 
their high-school course will be capable of more advanced work in 
rural engineering than students without such preparation. 

ELECTIVE COURSES. 

Although something may Ix* done within a given course to meet the 
needs of a community or a special group of students, it may be neces- 
sary to modify an entire curriculum in order to accomplish this pur- 
pose successfully. After the students have a foundation in the 
fundamentals of crop production and animal husbandry, which are 
needed in all sections, their work may be conducted along more 
special lines. While it is presumed that all students wiU need farm 
management and rural engineering, the school may not be prepared 
to do justice to these courses as it would to some other branches of 
agriculture. Wherever it is ]:)ossible a number of elective courses 
shoidd be offered in t he third and fourth years. In order to do justice 
to extra courses, where there; is but one teacher, it will be necessary 
to combine classes and offer some of the courses in alternate years. 
From the following suggested courses it should be possible to make a 
selection which will meet most conditions in the South: 

Fldd crops, 4 unit. — A special course in field crops should be an 
outgrowth of the general course in soils and crops. The course 



AGRICULTURE FOR SOUTHERN SCHOOLS. 3 

should be centered around the most important crops in the com- 
munity. In some sections it may be made largely a course in forage 
crops, with emphasis on the legumes. In ot-her sections it may be 
made largely a course in corn or in cotton or both of these crops. 

Animal liushandnj, ^ unit. — This course should be developed from 
the general course in animal husbandry and should go into a more 
detailed and thorough consideration of those phases of animal hus- 
bandry most important in the community. In most sections it will 
be largely a course in meat production, with emphasis on swine and 
beef cattle. 

Dairy hushandry, ^ unit. — A special course in dairying should not 
be attempted unless there is provision for practical work in the care 
of milk and the making of butter and cheese. The course should 
cover milk production as weU as the handling of milk and its products. 
It should be built upon the elementary lessons given in connection 
with the general course in animal husbandry. At least half the time 
should be given to practical work in the dairy. 

Poultry hushandry, ^ unit. — This course also may be based on the 
lessons in the animal-husbandry course. A special course not only 
will give opportunity for a more thorough consideration of those 
phases of poultry keeping most important in the community, but 
also time for more practical work. 

Dry farming, ^ unit; irrigation farming , i unit. — These com'ses are 
suggested as a means of adapting the work in agriculture to the arid 
sections of the Southwest. There are textbooks which may be made 
the bases for both courses. 

Fruit grouping, J unit; vegetable gardening, g unit; floriculture and 
landscape gardening, 3 unit. — The general course in horticulture 
outlined in this bulletin may be divided into three special courses as 
suggested. The course may be given as a whole or in part, accord- 
ing to the needs of the school. If the work in plant propagation is 
given with the floricultui*e and home-ground improvement as out- 
lined, each course will constitute a thu'd of a unit. 

Farm forestry, i unit. — In many sections a brief course in farm 
forestry should be given either in addition to the course in horti- 
culture or in substitution for that part not so important in the 
district. There are good books and bulletins upon which to base the 
com'se. 

Insect pests, \ unit. — In connection with the courses in horti- 
culture and field crops in some sections it will be desu'able to give 
special attention to insect pests. Although, as a means of under- 
standing how to control them, it will be essential to know the struc- 
ture, habits, and life histories of the insects most important in the 
district, emphasis should be placed upon control measures. 



4 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

USE OF REFERENCE MATERIAL. 

Although it is left with the teacher and the local school authori- 
ties as to whether a textbook is used or not, it is hoped that the out- 
lines, with the references given, will aid the teacher in getting away 
from the limitations of any one textbook. A Ust of books suitable 
for reference purposes is given at the end of each course. By a 
judicious selection of reference material and the making of special 
assignments to individual students, the teacher may do much toward 
adapting the subject to the needs of the community and the members 
of the class. Special reference to bulletins of the United States 
Department of Agriculture are given with nearly every lesson. In 
order to meet local needs, the publications of the States should be 
used in addition to department publications. It is especially im- 
portant that the teacher get in touch with the agricultural college, 
experiment stations, and board of agriculture of the State in wliich the 
school is located and learn what material suitable for use in the school 
may be available. Files of these publications should be kept in 
working order along with the Yearbooks and the Farmers' Bulle- 
tins ' of the Department of Agriculture. 

USE OF ILLUSTRATIVE MATERIAL. 

It is important that concrete material shall be brought into the 
classroom and that well-organized field trips shall be taken when 
convenient. In addition to such study, abundant use should be made 
of pictm'es, charts, lantern sUdes, etc., to visuahze the lesson in an 
effective manner. Suggestions for illustrative material are given 
in connection with many of the lessons. Tlie instructor should make 
preparations early for all illustrative material needed.- 

PRACTICAL WORK. 

In the preparation of the outlines, it has been assumed that 
there will be in the school year 36 weeks of 5 days each. For 
each year 104 lessons are planned which provide for classroom 
work three days in the week, leaving four periods for examinations 
or reviews. The remainder of the time, equal to two periods per 
day, two days in the week, should be given to practicmns and proj- 

1 Farmers' Bullet iu and Yearbooks of the United States Department of Agriculture may be obtained 
free as long as the supply lasts, on application to the Secretary of Agriculture, Washington, D. C, or to a 
Senator or Representative in Congress. These and other pubUcations of the Department of Agriculture, 
when no longer available for free distribution, may be obtained from the Superintendent of Documents, 
Government Printing Office, Washington, D. C, at a nominal price. Trice lists covering various Govern- 
ment pubUcations may be obtained free from the Superintendent of Documents. Each teacher should 
scciue a copy of I'ricc last No. 16. which includes Farmers' Bulletins, Yearbooks, and Department Bulle- 
tins of the United States Dc|)artment of Agriculture. Lists of these publications prepared for teachers 
may be obtained from the Agricultural Instruction division of the States Relations Service. 

2 See the following Farmers' Bulletins: 586, Collection and Preservation of Plant Material for Use in the 
Study of Agriculture; 606, Collection and Preservation of Insects and Other Material for Use in the Study 
of Agriculture. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 5 

ects. It is assumed that credit will be given for home projects 
and practicums on the same basis as for laboratory work, i. e., one 
hour's credit for two hour's work, and that extra credit will be given 
for extensive projects requiring more than the time needed to make 
up the credit given for the course. Routine work involved in a 
project may not be worthy of full credit. It is expected that extra 
credit will be given for the projects suggested in connection with 
the fourth-year courses. It is even more important that the prac- 
tical work meet the needs of the students and the community than 
that of the classroom. Tlie practicums and projects listed are ])Ut 
suggestive. Credit should be given for any line of community or 
home work wliich may involve the acquiring of skiU and in which 
the principles learned in the classroom may be applied. It is especi- 
ally important that the teacher make an effort to secure acceptal^le 
substitutes for home projects for students who do not live on farms. 
Credit should be given according to the educational value of such 
work. In order to have such value, it must present problems new 
to the student, it should be hnked in a definite way with the course 
taken, and it should have the supervision of the instructor or some 
competent person.^ 

OUTLINE FOR HORTICULTURE— THIRD YEAR. 

(One unit.) 

PLANT PROPAGATION. 

(Eleven lessons, eight double i^eriods for practical work.) 
References. — The Propagation of Plants, Farmers' Bulletin 157. For suggestions 
as to teaching this subject, with directions for practical work, see States Relations 
Service Document 63, The Propagation and Pruning of Plants — S'uggestions for 
Teaching the Subject in Secondary Schools. 

Lesson 1 . — The Seed. 

1. How plants produce seed. 

2. Why plants produce seed. 

3. Structure and classification of seeds. 

Illustrative material. — Charts and diagrams showing fecundation of the ovule. 
Flowers and seeds of different types. 

Lesson 2. — Seed Selection. 

1. Factors influencing quality of seed. 

2. Importance of seed selection. 

3. Gathering and storing seed. 

4. Seed buying. 

Special references. — The Farmer's Interest in Good Seed, Farmers' Bulletin 111. 
Articles in the following Yearbooks of the Department of Agriculture: 1896, Seed 
Production and Seed Saving; 1899, Seed Selling, Seed Growing, and Seed Testing; 
1901, Agricultural Seeds, WTiere Grown and How Handled; 1907, Art of Seed Selec- 
tion and Breeding; 1915, How Seed Testing Helps the Farmer. 

1 For a discussion of the home-project plan and the problem of giving credit for home work, see the follow- 
ing bulletins of this department: 346, Home Projects in Secondary Courses in Agriculture; 385, School 
Credit for Home Practice in Agriculture. 



6 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

Exercise 1. — Examination of Seed for Impurities. 

Special reference. —Testing P^'arm Seed in the Home and in the Rural School, 
Farmers' Bulletin 4'28. 

Lesson 3. — Germination and Testing of Seeds. 

1. Conditions essential to germination. 

2. Importance of seed testing. 

3. Methods of testing seeds. 

Special reference. — Testing Farm Seed in the Home and in the Rural School, 
Farmers' Bulletin 428. 
Exercise 2. — Testing Seeds for Viahility. 

Note. — If the students have had some practice in testing farm seed, use garden 
seeds, such as onion, carrot, and parsnip, or flower seeds more diflicult to test. 

Lesson 4. — The Hotbed. 

1. Principles and essentials of construction. 

2. Materials and methods of construction. 

3. Management. 

Illustrative material. — Diagramsand plans showing hotljed construction. 

Exercise 3. — Hotbed Construction. 

Special reference. — For directions for making a hotbed see Farmers' Bulletin 195, 
Annual Flowering Plants. 
Lesson 5. — The Seed Bed and Cold Frame. 

1. Purpose of the seed bed. 

2. Establishing and maintaining the bed. 

3. Seed flats and their use. 

4. The cold frame. 

5. The lath house. 

Special reference. — Frames as a Factor in Truck Growing, Farmers' Bulletin 4G0. 

Exercise 4. — Making and Using Seed Flats, Frames, etc. 
Lesson 6. — Asexual Propagation. 

1. Underlying principles. 

2. Advantages to the farmer. 

3. Advantages to the plant breeder. 

4. Natural methods. 

Lesson 7. — Propagation bij Parts Intact. 

1. Suckers. 

2. Stolons. 

3. Layers. 

4. Division of tlie crown. 

Illustrative material. — Fresli material supplemented by charts to show various 
means of propagation. 
Lesson S. — Pro pagation by Parts Detached. 

1. Specialized I)uds as ])ull)s, ])ulblets, corms, and tubers. 

2. Roots. 

3. Cuttings of various types. 

Exercise 5. — Propagation by Cuttings. 



AGRICULTUEE FOR SOUTHERN SCHOOLS. 7 

Lesson 9. — Budding and Grafting. 

1. Definition. 

2. Underlying principles. 

3. Essential requisites. 

Lesson 10. — Budding and Grafting — Continued. 

1. Types of budding. 

2. Types of grafting. 

3. Materials and methods. 

Exercise 6. — Field Practice in Budding. 
Exercise 7. — Practice in Sinnple Types of Grafting. 
Lesson 11. — Nursery and Orchard Practices. 

1. Methods used in producing nursery stock. 

2. Methods used in trying out new varieties. 

3. Bridge-grafting wounded trees. 

4. Top-working established orchards. 

Special references. — Farmers' Bulletin 539, The Propagation of Citrus Trees in the 
Gulf States. Yearbook 1902, Top-working Orchard Trees. 

Note. — This lesson may be supplemented to good advantage by a field trip tu an 
orchard or nursery where such work is in progress. 

FRUIT GROWING. 

(Thirty-five lessons, 12 doul)le periods for practical work. Projects.) 

References. — The following Farmers' Bulletins; 113, The Apple and How to Grow 
It; 154, The Home Fruit Garden, Preparation and Care; 482, The Pear and How to 
Grow It; 538, Sites, Soils and Varieties of Citrus Groves in the Gulf States; 631, 632, 
and 633, Growing Peaches; 700, Pecan Culture; 776, Growing Cherries East of the 
Rocky Mountains. Articles in the following Yearbooks: 1900, Commercial Pear 
Culture; 1901, The Home Fruit Garden. Commercial Apple Growing; 1902, Culti- 
vation and FertiUzation of Peach Orchards. 

Lesson 1. — Factors Determining Success in Fruit Growing. 

1. Relation to general farming and live stock. 

2. Climate and weather conditions. 

3. Accessibihty to markets. 

4. The personal factor. 

Illustrative material. — Illustrated Lecture on Orchard Management, States Rela- 
tions Service, Office of Farmers' Institutes. 

Lesson 2. — The Location and Site for the Orchard. 

1. Soils and subsoils. 

2. The moisture supply and water drainage. 

3. Temperatures and air drainage. 

4. Wind protection. 

5. Exposure and slope. 

Lesson 3. — Classification of Fruits. 

1 . Pome fruits, stone fruits, citrus fruits, and other fruits of the orchard. 

2. Small fruits and grapes. 

3. Other fruits. 



8 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

Lesson 4. — Varieties of Fruits for the South. 

1. Varieties of general importance. 

2. Varieties of local importance or value. 

Special references. — Fruits Recommended by American Pomological Society for 
Cultivation in Various Sections of the United States and Canada. Re\ised by Com- 
mittee of American Pomological Society. Bureau of Plant Industry Bulletin 151. 
"Promising New Fruits" in each of the Yearljooks. Apples: Production Estimates 
and Important Commercial Districts and Varieties, Department Bulletin 485. 

Lesson 5. — Orchard Soils. 

1. Relation of soils to types of fruit. 

2. Relation of soils to A'arieties of fruit. 

3. Relation of soils to water supply. 

4. Relation of soils to tillage and management. 

Lesson 6. — Preparing the Land. 

1. Necessity of thorough preparation before planting. 

2. Lands to be irrigated or needing drainage. 

3. Preparation of new lands. 

4. Plowing, sul)soiling, and other operations. 

Lesson 7. — Laying out the Orchard. 

1. Distances to plant. 

2. Systems of orchard planting. 

3. The question of interplanting. 

4. Staking out the orchard. 

Illustrative material. — ^Charts showing planting systems. 

Lesson S.— Planting the Trees. 

1. Time of planting. 

2. Care of trees l)efore planting. 

3. Details which mean much in planting. 

4. Planting implements and methods. 

Exercise 1 . — Planting Orchard Trees. 

On the school farm, the home farm of the students, or upon farms 
neighboring the school. 
Lesson 9. — Cultivation of the Orchard. 

1. Purposes of tillage. 

2. Tillage implements. 

3. Methods of cultivation. 

Lesson 10. — Green Manures and Cover Crops. 

1. clean tillage v. sod. 

2. Value of special crops for green manuring. 

3. The problem of erosion and the u.se of cover crops. 

4. Suitable crops and their management. 

Lesson 1 1 . — Fertilizers. 

1. Effects of fertilizers upon trees and fruits. 

2. Use of barnyard manure. 

3. Commercial fertilizers and their application. 
Illustrative material. — Samples of commercial fertilizers. 



AGRICULTURE FOR SOUTHERN" SCHOOLS. 9 

Lesson 12. — Intercropping. 

1. Advantages of intercropping. 

2. Dangers of intercropping. 

3. Poor crops to grow between trees. 

4. Good crops and their management. 

Lesson 13. — Friends and Foes of the Fruit Grower. 

1. Birds in the orchards. 

2. Work of the honeybee. 

3. Extent of insect injury. 

4. Extent of losses from disease. 

5. Other orchard pests. 

Special references. — The following Farmers' Bulletins: 506, Food of Some Well- 
known Birds of Forest, Farm and Garden; 630, Some Common Birds Useful to the 
Farmer; 670, Field Mice as Farm and Orchard Pests; 702, Cottontail Rabbits in 
Relation to Trees and Farm Crops. 

Lesson 14. — Insect Pests and Their Control. 

1. Classification of insects according to nature of injury and method of control. 

2. Control of sucking insects. 

3. Control of biting and boring insects. 

4. Natural enemies of insects. 

5. Value of clean cultivation and sanitation. 

Illustrative material. — Mounted insects and specimens showing insect injury. 
Special reference. — Collection and Preservation of Insects and Other Materials for 
Use in the Study of Agriculture, P'armers' Bulletin 606. 

Exercise 2. — Mixing Insecticides. 

For spraying exercise to follow. May be necessary to combine 
Exercises 2 and 3. 
Lesson 15. — Some Comnfion Insect Pests. 

1. Insects attacking the pome fruits. 

2. Insects attacking the stone fruits. 

3. Miscellaneous insects of importance. 

Special references. — The following Farmers' Bulletins: 440, Spraying Peaches for 
the Control of Brown Rot, Scab, and Curculio; 492, The More Important Insect and 
Fungus Enemies of Fruit and Foliage of the Apple; 650, San Jose Scale and Its Con- 
trol; 662, Apple Tree Tent Caterpillar; 675, Round-headed Apple Tree Borer; 723, 
Oyster-shell Scale and the Scurfy Scale; 845, Gipsy Moth and Brown-tail Moth. The 
following circulars of the Bureau of Entomology; 20, The Wooly Aphis of the 
Apple; 54, The Peach Tree Borer; 131, How to Control Pear Thrips. Articles in the 
following Yearbooks: 1907, Codling Moth or Apple Worm; 1908, Information About 
Spraying for Orchard Insects; 1913, -Bringing Applied Entomology to the Farmer. 

Exercise 3. — -S praying for Insect Pests. 

Wherever possible this should be a class practiciim upon the school 
farm or farms neighboring the school. If the school does not own a 
spraying outfit it may be possible to borrow one. It is preferable 
to spray where the work is really needed and with a view of accom- 
plishing practical results. If it is impossible to carry out spraying 
as a class practicum it should be encouraged as a home practicum. 

Special reference. — Important Insecticides, Farmers' Bulletin 127. 
8210'— 17— Bull. 592 2 



10 BULLETIN 502, U. S. DEPARTMENT OF AGRICULTURE. 

Lesson 1G. — Plant JHseases. 

1. PhysiDloyical troulilea. 

2. Fungus ])arasites. 

3. Bacteria and plant disease. 

Illustrative material. — Mounted speeiniena showing plant diseases. 
tSi)ecial reference. — Collection and Preservation of Plant Material for Use in the 
iStudy of Agriculture, Farmers" P>ulletin 586. 

Lesson 17. — The Control of Plant Diseases. 

1. Value of sanitation and general preventive measures. 

2. Disease-resistant varieties. 

3. tSpraying and pruning as a means of control. 

Special references. — The following Farmers' Bulletins: 243, Fungicides and Their 
Use in Preventing Diseases of Fruits; 284, Insect and Fungus Enemies of the Grape 
East of the Rocky Mountains; 440, Spraying Peaches for Control of Brown Rot, Scab, 
and Curculio; 492, The More Important Insect and Fungus Enemies of the Fruit 
and Foliage of the Apple. Articles in the following Year])Ooks: 1895, Cause and 
Prevention of Pear Blight; 1896, Diseases of Shade and Ornamental Trees; 1908, 
Development of Farm Crops Resistant to Disease. 

Exercise 4. — Miximj Fungicides. 

The suggestions for mixing insecticides and spraying lor insect 
pests will apply to Exercises 4 and 5. 
Lesson 18. — Some Common Diseases of Orchard Fruits. 

1. Diseases attacking the pome fruits. 

2. Diseases attacking the stone fruits. 

3. Miscellaneous diseases of importance. 

Special references. ^The following Farmers' Bulletins: 243, Fungicides and Their 
Use in Preventing Diseases of Fruits; 440, Spraying Peaches for the < 'ontrol of Brown 
Rot, Scab, and Curculio; 492, The Important Insect and Fungus Enemies of the 
Fruit and Foliage of the Apple. Peach Scab and 1 ts Control, Department Bulletin 395. 

Exercise 5.— S praying for Fungus Diseases. 

Lesson 19. — Frost Protection. 

1. Physics of frost formation. 

2. Foretelling frost. 

3. Injury due to freezing temperatures. 

4. Methods of protection and control. 

Special references. — Articles in the following Yearbooks: 1909, Prevention of 
Frost Injury to Fruit Crops; 1914, Stoiy of the Thermometer and Its Uses in 
Agriculture. The following Farmers' Bulletins: 104, Notes on Frost; 401, Protec- 
tion of Orchards in the Pacific Northwest from Spring Frosts l)y Means of Fires and 
Smudges. 

Lesson 20. — Principles cf Pruning. 

1. A study of fruit Imds. 

2. Bearing haliits of trees. 

3. Pruning for wood 1'. pruning for fruit. 

4. Pruning tools. 

Special references. — Articles in the following Yearl)Ooks: 1895, Principles of Prun- 
ing and Care of Wounds in Woody Plants; 1898, Pruning of Trees and Other Plants. 
Pruning, Farmers' Bulletin 181. 



AGBICULTURE FOR SOUTHERN SCHOOLS. 11 

Lesson 21. — Pruning Young Trees. 

1. Directing the growth. 

2. Pruning the young tree which has been neglected. 

3. Special directions for forming heads on trees of different types. 

Exercise 6. — Pruning Young Trees. 

Inasmuch as pruning is largely an art involving skill to be devel- 
oped by practice, as much time as possible should be spent in the 
application of the principles discussed in the classroom in practical 
work in the orchard. In any fruit-growing community it should not 
be difficult to secure material for practice near the school. Although 
the work may be introduced by a demonstration from the instructor 
and should be supervised closely, its value will depend largely upon 
the amount of practice secured by each individual student. Usually 
it is not necessary for the school to own equipment for all the students, 
as they may bring tools from home. For young trees hand shears 
will suffice, but for older trees saws, long-handled shears, and ladders 
also wiU be needed. 
Lesson 22. — Pruning Trees in Bearding. 

1. Relation of pruning to fruit production. 

2. Special directions for pruning different kinds of trees in bearing. 

Exercise 7. — Pruning Bearing Trees. 

Lesson 23. — Renovating Old Orchards. , 

1. Possibilities in renovation. 

2. Pruning, spraying, scraping, cultivation, and other operations involved. 

3. Top-working to change variety. 

Special reference.— The Profitable Management of the Small Apple Orchard un the 
General Farm, Farmers' Bulletin 491. 

Exercise 8. — Pruning Neglected Trees. 

Lesson 24. — Strawberries. 

1. The botany of the strawberry plant. 

2. Soils and fertilizers for strawberries. 

3. Establishing the strawberry bed. 

4. Care and cultivation. 

Special references.— The following Farmers' Bulletins: 198, Strawberries; mi, 
Strawberry Growing in the South. 

Lesson 25. — Bush Fruits. 

1. Raspberries. 

2. Blackberries and dewberries. 

3. Ciu-rants. 

4. Gooseberries. 

Special references. — The following Farmers' Bulletins: 213, Raspberries; 643, Black- 
berry Culture; 728, Dewberry Culture. Small Fruit Culture for Market, Yearbook 
1895. 

Lesson 26. — Grapes. 

1. Species of grapes. 

2. Propagation of the grape. 

3. Establishing a vineyard. 

4. Care and management. 

5. Enemies. 



12 BULLETIN rm, IT, S. DEPARTMENT OF AGRICULTURE. 

Special references. — Pruning and Training of Grapes, Yearbook 1898. The fol- 
lowing Farmers' Bulletins: 118, Grape Growing in the South; 471, Grape Propagation, 
Pruning, and Training; 701), Muscadine Grapes; 758, Muscadine Grape Sirup. 

Lesson 27. — Picking Fruit. 

1. When to pick. 

2. How to pick. 

3. Picking equipment. 

4. Management of pickers. 

Exercise 9. — PicHng Fruit 

The picking, packing, and grading of fruits is another form of 
practice wliicli must be adapted to community needs and community- 
interests. In one section the work may be centered on strawberries, 
in another apples, and perhaps in a third it will be citrus fruits. 
Exercises 9, 10, and 11 may be combined and as much extra time 
devoted to the work as possible. In this work also demonstrations 
may very well precede practice. Perhaps some of the students are 
so skilled that they may show other students how. 

Special reference.— Color as an Indication of the Picking Maturity of Fruits and 
Vegetables, Yearbook 1916. 

Lesson 2S. — Grading Fruit. 

1. Necessity for grading. 

2. Examples of standard grading. 

3. Packages. 

Illustrative material. — Charts showing systems of grading and packing. 

Lesson 29. — Packing. 

1. Packing small fruits. 

2. Packing apples an<l pears. 

3. Packing plums and apricots. 

4. Packing peaches. 

5. Packing cherries. 

Exercises 10 and 11. — Grading and Paching Fruits. 
Lesson 30. — Storing Fruits. 

1 . Keeping qualities of fruits. 

2. Relation of keeping quality to handling. 

3. Advantages in storing. 

4. Essentials of good storage. 

5. Types of storehouses. 

Special reference. — Cold Storage of Small Fruits, Bureau of Plant Industry Bulletin 
108. 

Lesson 31. — Transportation of Fruits. 

1. Relation of distance of market to type of fruit growing. 

2. Facilities for quick handling. 

3. Hauling to near-by markets. 

4. Express shi])ments. 

5. Loading cars. 

6. Precooling and refrigeration. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 13 

Lesson 32. — Marketing. 

1. The fruit market as it now exists. 

2. Building up a private trade. 

3. Cooperative marketing. 

4. Advertising. 

Special references. — Handling and Shipping Citrus Fruits in the Gulf States, 
Farmers' Bulletin 696. Article.s in the following Yearbooks: 1905, Handling of Fruit 
for Transportation; 1910, Cooperation in Handling and Marketing Fruit; 1910, Pre- 
cooling of Fruit. 

Exercise 12. — A Fruit Exhibit. Judging Fruits. 

Special references on plant breeding. — The following Bulletins of the Bureau of 
Plant Industry: 167, New Methods of Plant Breeding; 165, Application of Some of 
the Principles of Heredity to Plant Breeding. Articles in the following Yearbooks: 
1897, Hybrids and Their Utilization in Plant Breeding; 1898, Improvement of 
Plants by Selection; 1899, Progress of Plant Breeding in the United States; 1901, 
Progress in Plant and Animal Breeding; 1910, New Methods of Plant Breeding; 1911, 
Plant Introduction for the Plant Breeder. 

Lesson 33. — Improvement of Fruits. 

1. Law of variation. 

2. Law of heredity. 

3. Selection — natural and artificial. 

Lesson 34. — Improvement of Fruits — Continued. 

1. Methods of increasing variation. 

2. Selection according to ideals. 

3. Testing hereditary powers. 

4. Relation to methods of propagation. 

Lesson 35. — Improvement of Fruits — Continued. 

1. Some things which have been accomplished by plant breeders. 

2. Future possibilities. 

3. Work of farmer v. work of specialist. 

Suggested Home Projects — 

1. Care and management of bearing orchard. 

2. Establishing of home orchard. 

3. Renovation of old orchard.' 

4. Ridding orchards of insect pests and diseases. 

5. Top-working trees to more desirable varieties. 

6. Harvesting and marketing fruit crops. 

7. Production projects with strawberries and other small fruits. 
Suggestions for Group Projects — 

If the school owns a farm upon which an orchard is located, the 
class in fruit growing might be given the care and management of 
the school orchards as a means of applying their classroom instruction 
and for securing practical experience upon which to base the instruc- 
tion of the classroom. Some successful schools which have not 
owned orchards have leased neighboring orchards and turned their 
management over to the students in horticulture, who did all the 

« See Department Bulletin 346, Home Projects in Secondary Courses in Agriculture, for outline of tliis 
project. 



14 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTUEE. 

work under the direction of the teacher. As the class was responsible 
for the success of tlie project, financially and otherwise, such an under- 
taking proved an excellent method of developing cooperation and 
group action among the students. 

HOME FLORICULTURE. 

(11 lessous. Projects.) 
Reference. — See States Relations SerAdce Document 54, Home Floriculture — Sug- 
gestions for Teaching the Subject in Secondary Schools. 

This document gives an outUne for a home flower garden project 
and suggestions for practicums. Although no time is allowed in this 
outline for practice, it may be possible in some cases to take more 
time for this work at the expense of some other part of tlie course 
not so important in the community. 
Lesson 1 . — How Plants Grow. 

1. Reciuirements of the j^lant. 

2. Work of roots, stems, and leaves. 

3. The blooming of plants. 

Lesson 2. — How We May Aid Plants in Growing. 

1. Meeting requirements for food, water, air, light, and proper temperature. 

2. Protection from enemies. 

Lesson 3. — Soils and Fertilizers for Flowering Plants. 

1. Ideal garden soils. 

2. Modifying unsuitable types. 

3. Bedding and potting soils. 

4. Natural manures — the compost heap. 

5. Commercial fertilizers. 

Lesson 4. — Treatment for Insects and Disease. 

1. Classes of insects and tlieir injury. 

2. Methods of insect control. 

3. Types of plant disease. 

4. Control of disease. 

Illustrative material. — Si)ecimens of insects and plant diseases affecting flowering 
plants. 

Lesson 5. — Annuals. 

1. The plants. 

2. Their management. 

Special reference.^ — Annual Flowering Plants, Farmers' Bulletin 195. 

Illustrative material. ^In considering the various classes of flowering plants fresh 
material from the garden should be used where it may be obtained. Good illustra- 
tions, such as found in magazines and the best catalogues, should be used in a sup- 
plementary way. 

Lesson 6. — Potting and Bedding Plants. 

1. Plants suitable for potting. 

2. Potting the plants. 

3. Management of potted plants. 

Lesson 7. —Herbaceous Perennials. 

1. Thei)huits. 

2. Their management. 



AGEICULrURE FOR SOUTHERN SCHOOLS. 15 

Lesson 8. — Bulbs. 

1. The plants. 

2. Their management. 

Lesson 9. — Roses and Other Woody Perennials. 

1. Types and varieties of roses. 

2. Management of roses. 

3. Other woody perennials of local importance. 

Special reference. — Roses for the Home, Farmers' Bulletin 750. 

Lesson 10. — -Window (Tardening. 

1. The essentials of a window l)ox. 

2. Making window boxes. 

3. Suitable plants and their management. 

Illustrative material. — There are great possi1)ilities in the use of window boxes to 
furnish living material for a study of plants in the classroom. 

Lesson 11. — The Home Flower Garden. 

1. Purpose of the garden. 

2. Location. 

3. Plans. 

4. Management. 

Suggested projects. — 

1. ("are and management of home flower garden. 

2. Oontests in growing special plants suited to locality. 

3. Producing plants or flowers for sale. 

4. Trying out plants little known in community. 

5. An exhibit of flowers grown. 

HOME-GROUND IMPROVEMENT. 

(11 lessons. Projects.) 

References. — Beautifying the Home Grounds, Farmers' Bulletin 185. See States 
Relations Service Document 54, Improving the Home Grounds — Suggestions for 
Teaching the Subject in Secondary Schools, for directions for practicums and projects 
to accompany these lessons. A project-study outline is given. 

Lesson 1. — Landscape Art Applied to the Home. 

1. Principles same as applied to large areas. 

2. The fundamentals of landscape art. 

3. Horticultural knowledge required. 

Illustrative material. — Photographs and pictures from magazines will do much 
toward establishing ideals in landscape art in the minds of the students. 

Lesson 2. — Planning the Home Grounds. 

1. Ideal plans. 

2. Meeting existing conditions. 

3. Country v. city homes. 

Illustrative materials. — Charts and blackboard diagrams showing plans should be 
used in connection with this lesson. Illustrated lecture, Farm Home Grounds: 
Their Planting and Care, States Relations Service, Office of Farmers' Institutes. 

Lesson 3. — Beds, Walls, and Drives. 

1. Place in the plan. 

2. Constmction and management. 



16 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

Lesson 4. — Laivnfi. 

1 . Lawn soils and fertilizers. 

2 . Grasses lor lawns. 

3. Establishing the lawn. 

4. Maintaining the lawn. 

Special reference. — Lawn Boils and Lawns, Farmers' Bulletin 494. 

Lesson 5, — Deciduous Trees. 

1. Place of trees on the home grounds. 

2. Kinds of trees adapted to local condition. 

3. Planting shade trees. 

4. Care and management. 

Special reference. — Practical Tree Surgery, Yearljook 1913. 

Lesson Q.^ Evergreens. 

1. Place of evergreens on the homo grounds. 

2. Broad-leaved evergreens. 

3. The conifers. 

4. Planting and management. 

Lesson 7.— Shrubs. 

1. Place of shrubs on the home grounds. 

2. Kind of shru])s adapted to local conditions. 

3. Planting and management. 

Lesson 8. — Vines. 

1. Place of vines on home grounds. 

2. Annual vines. 

3. Perennial vines. 

4. Planting and management. 

Lesson 9. — Hedges, Shelter, and Windhreah9. 

1. Place on the home grounds. 

2. Suitable shrubs and trees. 

3. Planting and management. 

Lesson 10. — Temporanj v. Permanent Ejfects. 

1. The new home — getting quick results. 

2. Use of quick-growing animals. 

3. Rapid-growing soft wood trees. 

4. Replacing with more enduring forms. 

Lesson 11. — The School Grounds. 

1. Need for school-ground ornamentation. 

2. School grounds v. the home grounds. 

3. Planting and managing the school grounds. 

Special reference. — Tree Planting on Rural School Grounds, Farmers' Bulletin 134. 

Suggested projects. — 

1. Ornamenting home grounds completely or in part as: Front and back yard 

improvement, planting trees, shrubs, hedges, lawns or beds of flowers. 

2. Community improvement campaign. 

3. Ornamentation of school grounds. 



AGEICULTUEE FOR SOUTHERN SCHOOLS. 17 

VEGETABLE GARDENING. 

(35 lessons. Projects.) 

Heferences. — The following Farmers' Bulletins: 255, The Home Vegetable Garden; 
647, The Home Garden in the South. Articles in the following Yearbooks: 1900, 
Development of Trucking Interests; 1907, Truck Farming in Atlantic Coast States. 

Lesson 1. — Types of Vegetable (rardening. 

1. The home vegetable garden. 

2. Market gardening. 

3. Tnick farming. 

4. Seed growing. 

Lesson 2. — Factors Which Influence the Growing of Vegetahles. 

1. Relation to general farming. 

2. Olimate and weather conditions. 

3. Accessibility to markets and transportation facilities. 

4. The personal factor. 

Lesson 3. — Soils and Their Treatment. 

1. Types of soils best suited for vegetables. 

2. Improvement of heavy soils. 

3. Improvement of light soils. 

4. Preventing erosion. 

Lesson 4. — Barmjard and Green Manures. 

1. Value of organic matter. 

2. Oare and use of barnyard manure. 

3. Management of green-manuring crops. 

Special references. — The following Farmers' P>ulletins: 192, Barnyard Manure; 
278, Leguminous Crops for Green Manuring. 

Lesson 5. — Commercial Fertilizers. 

1. Conditions making use essential and profitable. 

2. Buying and mixing of fertilizers. 

Lesson 6. — Garden Tools and Implements. 

1. Tools for preparation. 

2. Hand tillage tools. 

3. Horse-drawn tillage implements. 

4. Planting machines. 

5. Harvesting machines. 

6. The tool house — care of implements. 

Illustrative material. — Implement catalogues. Visit to implement dealer if 
possible. 

Lesson 7. — Seeds. 

1. Importance of good seed. 

2. Viability in relation to age. 

3. Germination temperature in relation to time of planting. 

4. Testing seeds. 

Illustrative material. — Seed catalogues, samples of garden seed. 

Lesson 8. — Seed Growing and Buying. 

1. Home-grown seed. 

2. Specialized seed growing. 

3. Buying seed. 
8210°— 17— Bull. 592 3 



18 BULLETIN 092, U. S. DEPARTMENT OF AGRICLTLTUEE. 

ISpeciiil referciK-es. — Farmers' Bulletin 884, Saving \"egctal)le Seeds for the Home 
and Market Garden. Production of \'egetable Seeds, Bureau of Plant Industry- 
Bulletin 1S4. Articles in the following Yearbooks: 1S',)6, Seed Production and Seed 
Saving; 1899, Seed Selling. Seed Ch-owing and Seed Testing; 1901, Agricultural Seeds, 
Where Grown and How Handled; 1907. Art of Seed Selection and Breeding; 1909, 
Vegetable Seed Growing as a Business. 

Lesson 9. — Improvernoit of Varieties. 

1. Work of seed growers and special plant breed(n-8. 

2. Selection in connection with home-grown seed. 

3. Novelties r. proven \-aricties. 

4. Study of seed catalogues. 

Special reference. — Testing Commercial Varieties of \'egetables, Yearbook 1900. 

Lesson 10. — General Cultural McfJiods. 

1 . Preparation of the seed bed . 

2. Planting methods. 

;^. Conservation of moisture. 
4. Combating weeds. 

Lesson 11. — (kirden Insects. 

1. Damage done by insects. 

2. Common biting insects of the garden. 
;l Common sucking insects of the garden. 

Illustrative material. — Specimens of common garden insects. 

Lesson 12. — Control of Insect Pests. 

1. Poison sprays. 

2. Contact sprays. 

3. Control by rotation. 

4 . Other means of control . 

Lesson 13. — Control of Diseases. 

1. Nature of plant diseases. 

2. Control by spraying. 
;i. Control by rotation. 

4. Other means of control. 

5. Disease-resistant varieties. 

Illustrative material. — Specimens of diseases of garden crops. 

Special references. — The following Farmers' Bulletins; 232, Sprajdng for Cucumber 
and Melon Diseases; 488, Diseases of Cabbage and Related Crops and Their Control; 
544, Potato Tuber Diseases; 714, Sweet Potato Diseases. 

Lesson 14. — Ilarvesting and Marl'eting. 

1 . Harvesting of the green crops. 

2. Harvesting of matured products. 

3. Harvesting devices and machinery. 

4. Transportation of vegetables. 

5. Establishing a private trade. 
(1. Cooperative marketing. 

Special reference. — A Successful Method of Marketing Vegetable Products, Year- 
book, li)12. 
Lesson 15. — Storing ]'egctablcs. 

1. Keeping qualities of vegetables. 

2. Essentials of good storage. 

3. Devices for storing in the field. 

4. The storage house. 



AGRICULTURE FOR SOUTHERN SCHOOLS. l9 

Lesson 16. — Sweet Potatoes. 

1. Botany of the plant. 

2. Types and varieties. 

3. Soils and fertilizei's. 

4. Propagation and planting. 

5. Cultivation and management of crop. 

6. Storage and handling of crop. 

(The above outline may be adapted to the crops following.) 

Special references. — The following Farmers' Bulletins: 32-1, Sweet Potatoes; 54S, 
Storing and Marketing Sweet Potatoes; 714, Sweet Potato Diseases. 

Illustrative material. — Illustrated lecture, The Sweet Potato; States Relations 
Service, Office of Farmers' Institutes. 

Lesson 17. — Root Crops. 

1. Radishes. 

2. Txiniips and rutabagas. 

3. Beets. 

Lesson 18. — Root Crops. 

1. Salsify. 

2. Carrots. 

3. Parsnips. 

4. Other roots of local importance. 

Lesson 19. — Irish Potatoes. 

Special references. — The following Farmers' Bulletins: 407, The Potato as a Truck 
Crop; 533, Good Seed Potatoes and How to Produce Them; 753, Commercial Hand- 
ling, Grading, and Marketing of Potatoes. 

Lesson 20. — Onions. 

Special references. — The following Farmers' Bulletins: 354, Onion Culture; 434, 
The Home Production of Onion Seed and Sets. 

Lesson 21. — Cahhage and Its Relatives. 

1. Cabbage and collards. 

2. Cauliflower. 

3. Kohl-rabi. 

4. Brussels sprouts. 

Special reference. — Cabbage, Farmers' Bulletin 433. 

Lesson 22. — Plants for Greens and Garnishing. 

1. Kale. 

2. Turnips. 

3. Mustard. 

4. Spinach. 

5. Swiss chard. 

6. Dandelions. 

7. Parsley. 

8. Cress and other crops of minor or local importance. 

Lesson 23. — Lettuce arid Endive. 

Special reference. — American Varieties of Lettuce, Bureau of Plant Industry 
Bulletin 69. 

Lesson 24. — Celery. 

Special reference. — Celery, Farmers' Bulletin 282. 



20 BULLETIN 592, U. S. DEPARTMENT OF AGEICULTURE. 

Lesson 25. — Tomatoes, Peppers, and Eggplant. 

Special references. — The follo-ttiBg Farmers' Bulletins: 220, Tomatoes; 642, Tomato 
Growing in the South. 
Lesson 26. — ^yaternlelons. 
Lesson 27. — Cantaloups and Musk melons. 
Lesson 28. — Cucumhers and Squashes. 

.Special references. — The follovang Farmers' I5ulletiiis: 254, Cucumbers; 2:U, 
Sprajdng for Cucumber and ]\Ielon Diseases. 

Lesson 29. — Siveet Corn and Popcorn. 

Special references.— The following Farmers' Bulletins; 553, Poix-orn for the llome; 
554, Popcorn for the Market. 
Lesson 30. — Some Soutliern Vegetables. 

1. Okra. 

2. Glol)e artichoke. 
.3. Roselle. 

Special references. — The folio-wing Farmers' Bulletins: 232, Okra: Its Culture and 
Uses; 307, Roselle: Its Culture and Uses. 

Lesson 81. — Aspeiragus and Rhuharh. 
Lesson 32. — Peas and Beeins. 

Special reference. — Beans, Farmers' Bulletin 289. 
Lesson 33. — The Farmers' Vegetable Garden, 

1. Importance of producing vegetaljles for the home. 

2. Plans in relation to economical management. 

3. Management. 

Illustrative material. — Illustrated lecture. The Home Vegetable Garden, States 
Relations Service, Office of Farmers' Institutes. 

Lesson 34. — TJu Suburban Garden. 

1. l\inds of vegetal )les. 

2. Plans in relation to available space. 

3. Management. 

4. The garden in town and village. 

Lesson 35. — Forchig Vegetables. 

1. The hotbed. 

2. Cold frames. 

3. Sundry devices. 

Special reference. — Frames as a factor in Truck Growing, Farmers' Bulletin 460. 

SUGGESTED PROJECTS FOR HORTICULTURE. 

SCHOOL GARDEN. 

1. Wlierever the home vegetable garden needs exploitation, the 
scliool garden might well be made a model liome garden^ 

2. It may be used for the introduetion of new varieties and that 
students and patrons may seeure a wider knowI(Mlge of v(\getable 
farms. 

3. It may hv used to supply vegetables and fruits for tlte domestic- 
science work, especially in comiection with canning practice. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 21 

HOME GARDENS. 

1. Care and management of home vegetable garden. 

2. Production projects with acre or less of crop suitable to locality 
and for which there is a ready market. 

3. Correlation with camiing-club work. 

4. Improvement of varieties by seed selection. 

5. Seed-growing experiments. 

6. Variety tests. 

7. Control of insects and disease. 

8. Production and sale of plants grown in hotbeds, etc. 

9. Developing city trade through parcel post. 

10. An exhibition of products grown. 

EQUIPMENT FOR HORTICULTURE. 

As the laboratory work in horticulture is essentially of a practical 
nature in which the exercises are adapted to local conditions, no 
definite list of apparatus and materials is possible. The work should 
be adapted to the resources of the school as well as to its needs. The 
school wliich owns a well-equipped farm with greenhouse, orchard, 
and garden will have the advantage; however, no school need neglect 
practical work because it does not have equipment, as it may use 
the home farms of the students and the farms surrounding the 
school. 

Each school should make an effort to secure the following equi])- 
ment for the exercises suggested in the outline: 

Materials for hotbed, cold frames, seed flats, and window boxes. 

Budding knives, grafting chisel, pruning saws, and shears. 

Material for making grafting wax. 

A spraying outfit with spraying materials for insect pests and plant 
diseases. 

A collection of vegetable and flower seeds, with blotters and paper 
pie plates to be used in testing. 

TEXTS AND REFERENCES FOR HORTICULTURE.' 

Bailey, L. H. Manual of Gardening. New York: The Macmillan Co., 1914, 2. eel. 
Bailey, L. H. The Pruning Book. New York: The Macmillan Co., 1911, 12. ed. 
Bailey, L. H. The Principles of Fruit Growing. New York: The Macmillan Co., 

1915, rev. ed. 
Bailey, L. H. The New Standard Cyclopedia of Horticulture. 6 Vols. New York, 

The Macmillan Co. Vols. I and 11, 1914; Vol. Ill, 1915; Vols. IV and V, 1916; 

Vol. VI, 1917. 
Bailey, L. H., and Gilbert, A. W. Plant Breeding. New York: The Macmillan Co., 

1915, rev. ed. 
Brown, R. S. Modern Fruit Marketing. New York: Orange Judd Co., 1917. 
Card, F. W. Bush Fmits. New York: The Macmillan Co., 1917, rev. ed. 
Davenport, Eugene. Domesticated Annuals and Plants. Boston: Ginn & Co., 1910. 



> These books are recommended bv the Commission on Accredited Schools of the Southern Stales. 



22 BULLETIN 592, U, S. DEPARTMENT OF AGRICULTURE. 

Duggar, B. M. Fungous Diseases of Plants. Boston: Ginn & Co., 190!). 

Cani, F. W. Bush l-'ruits. New York: The Macmillan Co., 1914. 

Corbett, L. <'. Garden Farming. Boston: Ginn & ('o., 1914. 

Goff, E. S. The Principles of Plant Culture. New York: The Macmillan ( o., 1916, 

rev. ed. 
Green, S. B. PoiJular Fruit Gromng. St. Paul, Minn.: Webb Pub. Co., 1912, 4. 

ed. rev. 
Green, S. B. Vegetable Gardening. St. Patd, Minn.: Webl) Pultlishing Co., 1914, 

12. ed. rev. 
Kains, M. G. Plant Propagation. New York: Orange Judd Co., PJIH. 
Idoyd, .1. W. Productive Vegetable (jardening. Philadelphia: J. B. Lippincott 

Co., 1914. 
Lodeman, E. G. The Spraying of Plants. New York: The Macmillan Co., 1910. 
Re.Kford, E. E. Home Floriculture. New York: Orange Judd Co., 1903. 
Rolphs, P. H. Subtropical Vegetable Gardening. New York: The Macmillan Co., 

191(). 
Sears, F. C. Productive Orcharding. Philadelpliia: J. B. Lippincott Co., 1914. 
Slingerlaud, M. V., and (-rosby, C. R. Fruit Insects. New York: The Macmillan 

Co., 1914. 
Smith, J. B. Economic Entomology. Philadelphia: J. B. Lippincott Co., 1900. 
Watts, R. L. Vegetable (iardening. New York: Orange Judd Co., 1912. 
Waugh, F. A. Landscape Gardening. New York: Orange Judd Co., 1912. 
Weed, C. M. Farm IViends and Farm Foes. Boston: D. C. Heath & Co., 1910. 
White, E. A. Principles of Floriculture. New York: The Macmillan Co., 1915. 

OUTLINE FOR RURAL ENGINEERING— FOURTH YEAR. 

(One-half unit.) 

General references. — How Engineoring May Help Farm Life, Yearbook 19L5. 
La!:)oratory Exercises in l*'arm ilechanics for Agricultural High Schools, P'armers' 
Bulletin 038. 

FARM MACHINERY. 

{2[ lessons, IG exercises.) 
Lesson 1. — Development ()f Farm Maclilnery. 

1. History of agiiculture in relation to machinery. 

2. Development of particular types. 

3. Status of American farming in relation to machinery. 

Lesson 2. — Relation of Feirrn Machinerj/ to Managemejit. 

1. Equipment in relation to type of farming. 

2. Equipment in relation to size of farm. 

3. Buying machinery. 

Sjiecial references. — Minor Articles of Farm Equipment, Bureau of Plant Industry. 
Circular 44. Study of Farm Equipment in r)liio, Bureau of Plant Industry, 
Bulletin 213. 
Less< )N 3. — Mecluvnieal Prin eiples^. 

1. Definitions of machine, implement, and tool. 

2 Physiinxl princi])le involved. 

3. Factors of efficiencv. 



AGRICULTX^RE FOR SOUTHERN SCHOOLS. 23 

Lessons 4 and 5. — Tillage Impleinents. 

1. Deep tillage implements. 

(a) The plow and subsoiler. 

2. Shallow tillage implements. 

(a) Cultivators, (5) harrows, (r) the roller and planker, and {d) weeders. 

3. Hand tools. 

Illustrative material. — Catalogues of implement dealers. 

Exercise 1 . — A Study of Tillage Implements. 

The class may spend the time profitably making a first-hand study 
of the tillage implements on a well-equipped farm or at an implement 
dealer's. This exercise should involve the naming of parts as sug- 
gested in Exercise 23, Farmers' Bulletin 638. 

Lesson 6. — Fertilizing Macliines. 

1. The manure spreader. 

2. Machines and devices for spreading commercial fertilizers. 

3. Lime-spreading machine. 

Special reference. — Farm Methods of Applying Land Plaster in Western Oregon 
and Western Washington, Bureau of Plant Industry Circular 22. 

Exercise 2. — Study and Use of Manure Spreader. 

Arrangements may be made with a near-by farmer so that the stu- 
dents not familiar with a manure spreader may have an opportunity 
to operate one. 
Lesson 7. — Planting Machines. 

1. Grain drills. 

2. Hand drills and seeders. 

Exercise 3. — Study and Use of Grain Drill. 

Students who have not used a grain drill should be favored in this 
practice to be secm'ed on a neighboring farm if the school does not 
own one. This exercise also may involve the calibration of the grain 
drill as suggested in Exercise 29, Farmers' Bulletin 638. 

Lesson 8. — Planting Machines — C^ontinued. 

1. Corn planters. 

2. Potato planters. 

3. Miscellaneous planting devices. 

Exercise 4. — Study and Use of Corn-planting Macliines. 

Each student should be given an opportunity to become familiar 
with the types of corn planters most successful in the district. See 
Farmers' Bulletin 638, Exercise 28, Corn Planter Operation. 

Lesson 9. — Hay-maMng Machines. • 

1. Mowers. 

2. Rakes and tedders. 

3. Loading, stacking, and storing devices. 

Lesson 10. — Grain-harvesting Macliines. 

1. The reaper and self-binder. 

2. The header. 

3. Corn-har\^esting machines. 

Special reference. — Corn-harvesting Machinery, Farmers' Bulletin 303. 



24 BULLETIN 592, IT. S. DEPARTMENT OF AGRICULTURE. 

ExERCLSE 5. — AfisemMing Mowing Machine and Hay BaJcc. 

See Farmers' Bulletin 638, Exercise 27, Assembling a Machine. 
Exercise 6. — Study of Self Binder. 
Lesson 1 1 . — Potato and Root Diggers. 

1. Potato diggers. 

2. Root diggers. 

Lesson 12. — TJirashlng Machines. 

1. The grain separate r. 

2. Special thrashing machines. 

3. The cotton gin. 

Lesson 13, — Machines for Preparing Stocl^ Food and Seeds. 

1. Feed mills, grinders and corn shellers. 

2. Ensilage and root cutters. 

3. Fanning mills. 

Exercise 7. Stmhj and Use of Feed and Fanning Mills. 

This exercise may he carried on most profitably on a neighboring 
farm or at a feed store. 
Lesson 14. — Far7n Conveyances. 

1. Wagons and trucks. 

2. Lighter vehicles. 

Lesson 15. — Spraying Macltinery. 

1. Hand sprayers. 

2. Power spi'ayers. 

Exercise S. — A Studij of Sprai/ing Machinery. 
Lesson 16. — Power on the Farm. 

1. Elementary principles and definitions. 

2. Measurement of power. 

3. Transmission of power. 

Lesson 17. — Aninuils as a Sonrce (f Power. 

1. The horse, mule, and the ox. 

2. Use of the treadmill. 

Exercise 9. — Fitting Collars to Horses or Mules. 

vSec Farmers' Bulletin 638, Exercise 6, Fitting Collars on Horses. 
Exercise 10. — Hitching Three or More Horses or Mules. 

Sec Farmers' Bulletin 638, Exercise 7, Hitching Up One to Foui 
Horses. 
Exercise 11. — Repairing Harness. 

See Farmers' Bulletin 638, Exercise 9, Repair of Harness. 
Lesson 18. — Wind as a Source <fPoiver. 

1. Possibilities. 

2. Windmills. 

S])ecial reference. — Use of Windmills in Irrigation in the Semiarid West, Farmers'' 
Bulletin 394. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 25 

Lessons 19 and 20. — TTie Gasoline Engine. 

1. Construction. 

2. Types of engines. 

3. Uses. 

4. General problems of operation. 

Special reference. — The Use of Alcohol and Gasoline in Farm Engines, Farmers' 
Bulletin 277. 

Exercise 12. — Study of the Gasoline Engine. 

See Farmers' Bulletin 638, Exercise 10, Naming Parts of Gas 
Engine, and Exercise 11, Wiring Engine, 
Lesson 21. — Stationary Engines and Their Use. 

1. Selecting an engine. 

2. Arrangement of mills, etc. 

3. Connection of machines. 

4. Operation. 

Exercise 13. — Use of Gasoline Engine. 

See Farmers' Bulletin 638, Exercise 12, Running Gas Engine, and 
Exercise 13, Troubles on Gas Engine. 
Lesson 22. — Traction Engines and Automohiles. 

1. Use of the tractor upon the farm. 

2. Types of traction engines. 

3. The automobile on the farm. 

Special references. — Farm Experience with the Tractor, Department Bulletin 174. 
An Economic Study of the Farm Tractor in the Corn Belt, Farmers' Bulletin 719. 

Exercises 14 and 15. — Study and Use of Automobile. 

Students who know how to operate an automobile should aid the 
instructor in teaching those not familiar with the machine. 
Lesson 23. — Care of Farm Machinery. 

1. Importance of good care. 

2. Details of care. 

Lesson 24. — Repair of Farm Machinery. 

1. The farm shop and its equipment. 

2. Utilization of winter season. 

3. Importance of supply of extras and repair material. 

4. Utilization of material on the farm. 

Special reference. — The Repair of Farm Equipment, Farmers' Bulletin 347. 

Exercise 16. — Listing Repairs for Old Machinery. 

See Farmers' Bulletin 638, Exercise 26, Making List of Repairs for 
Machine. 

FARM STRUCTURES. 

(10 lessons, 6 exercises.) 
Reference. — Farm Architecture, Farmers' Bulletin 126. 
Lesson 1 . — Use of Cement and Concrete on the Farm. 

1. For what used. 

2. Selection of materials. 

3. Mixing of materials. 



2G BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

Special references. — The following P'armers' Bulletins: 235, Cement, Mortar, and 
Concrete; 403, The ("onstruction of Concrete Fence Posts; 461, The Use of Concrete 
on the Farm. 

Exercise 1. — The Mixing and Vse of Concrete. 

See Farmers' Bulletin 638, Exercise 16, Concrete Posts, and Exer- 
cise 17, Feeding Floor or Sidewalk. 
Lesson 2. — Arrangement of Farm Buildings. 

1. Points to l)e considered. 

2. Suggestive plans. 

Lesson 3. — Building Materials. 

1. Factors affecting choice. 

2. Relation of quality to service. 

3. Care of farm buildings. 

4. Preservative measures and materials. 

Special reference. — Use of Paint on the Farm, Farmers' P>ulletin 474. 

Exercise 2. — Painting and Whiteivasliitig. 

See Farmers' Bulletin 638, Exercise 22, Painting and Whitewashing 
Lesson 4. — The Farmhouse, 

1. Selection of site. 

2. Style of architecture. 

3. General plans. 

Lesson 5. — TJw Farmhouse — Continued. 

1. Planning the farmhouse. 

2. Modern conveniences for the farm home. 

Illustrative material. — Illustrated lecture on Farm Homes, States Relations 
Service, Office of Farmers' Institutes. 

Special references. — Moderu Conveniences for the Farm Home, Farmers' Bulletin 
270; Comforts and Conveniences in Farmers' Home, Yearbook 1909. 

Exercise 3. — Planning Farmhouses. 

Have each student make an individual plan for a farmliouse of 
medium size. 
Lesson 6. — Barns and Stables. 

1. General barns. 

2. The granary. 

Lesson 7. — Barns and Stables — Continued. 

1. The dairy barn. 

2. Hog houses and sheep sheds. 

Special references. — Designs for Dairy Buildings, Bureau of Animal Industry Cir- 
cular 131. Hog Houses, Farmers' Bulletin 438. 

Exercise 4. — Planning Barns. 

Have each student plan at least one barn. 
Lesson 8. — Poultry Houses. 

1. Types of poultry houses. 

2. Plans. 

3. Special coops. 

Special reference. — Poultry-houae Construction, Farmers' Bulletin 574. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 27 

Exercise b.— Making Hog House or Poultry House. 

This may be assigned as a group practicum as suggested in Farmers' 
Bulletin 638, Exercise 18, Constructing an Individual Hog House, or 
it may be assigned as an individual home practicum. 
Lesson 9. — Other Buildings. 

1. Implement shed, tool house, shop. 

2. Silos. 

3. Miscellaiaeous. 

Special references. — The following Farmers' Bulletins: 475, Ice Houses; 5S9, Home- 
made Silos. 
Lesson 10. — Farm Fences. 

1. Types of fences. 

2. Fence building. 

3. Gates. 

Special references. — The following Farmers' Bulletins: 239, Corrosion of Fence 
"Wire; 403, The Construction of Concrete Fence Posts. 

Exercise 6. — Building a Wire Fence. 

See Farmers' Bulletin 638, Exercise 31, Building a Wire Fence. 

FARM SANITATION. 

(3 lessons. ) 

Reference. — Water Supply, Plumbing, and Sewage Disposal for Rural Homes, De- 
partment Bulletin No. 57. 
Lesson 1. — Sanitation and Farm Plans. 

1. Importance of sanitation. 

2. Relation of sanitation to drainage. 

3. Relation of farmhouses to buildibgs where animals are kept. 

4. Relation of mosquitoes and other insects to health. 

Illustrative material. — Illustrated lecture on Flies in Relation to Rural Sanitation: 
States Relations Service. Charts showing relation of flies and mosquitoes to health 
and other phases of sanitation. 

Lesson 2. — The Water Supply of the Farm. 

1. Importance of pure water. 

2. Securing pure water. 

3. "Water under pressure in buildings. 

Illustrative material. — Illustrated lecture on Farm Water Supplies: States Rela- 
tions Service. 

Special references. — The following Farmers' Bulletins: 73, Pure "Water on the 
Farm; 262, Water for Table Use; 29G, Wells and a Pure Water Supply; 309, Ice for 
Household Use. Clean Water and How to Get It on the Farm, Yearbook 1915. 

Lesson 3. — Sewage Disposal. 

1. Importance of proper disposal. 

2. Sewage systems and house equipment. 

3. Outhouses. 

Special references. — The following Farmers' Bulletins: 463, The Sanitary Privy; 
527, Sewage Disposal for Rural Homes. Sewage Disposal on the Farm, Yearbook 191 6. 



28 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

AGRICULTURAL SURVEYING. 

(3 lessons, G exercises.) 
Lesson 1. — Fundamentals of Land Measurement. 

1. Units of measurements. 

2. Use and care of instruments. 

Lesson 2. — Field Metliods. 

1. flaking chain survey. 

2. Leveling. 

Lesson 3. — Computing and Map Making. 

1. Making maps. 

2. Computing area. 

Exercise L — Care and Use of Chains and Tapes. 

See Agricultural Engineering, by Davidson, Cliaj^ter I. 
Exercise 2. — Making a Chain Survey. 

See above reference, Chapter IL 
Exercise 3. — Making a Map. 

See above reference, Chapter III. 
Exercise 4. — Making and Adjusting a Level. 

See above reference, Chapter VIL 
Exercise 5. — Use of Homeinade Level. 

See above reference. Chapter VIIL 
Exercise 6. — Use of Surveyor' s Level. 

See Farmers' Bulletin 63, Exercise 33, Ojieration of a Level. 

FARM DRAINAGE. 

(4 lessons, 2 exercises.) 
References. — The following department bulletins: 71, The Wet Lands of Southern 
Louisiana and Their Drainage; 190, The Drainage of Irrigated Lands; 300, Excavating 
Machinery Used in Land Drainage; 304, Land Drainage by Means of Pumpe. The 
Economy of Farm Drainage, Yearbook 1915. The following Farmers' Bulletins: 
524, Tile Drainage on the P^arm; (i98. Trenching Machinery l^sed for the Construction 
of Trenches for Tile Drains. 
Lesson 1. — Importance of Drainage. 

1. Why drainage is necessary. 

2. Relation of cost to increased value of land. 

3. Lands needing drainage and lands which can be drained. 

4. Kinds of drains. 

Lesson 2, — Tile Drainage. 

1. Superiority over other forms. 

2. Kinds of tile. 

3. Essentials of success in tile drains. 

4. Capacity of tile drains. 

Lesson 3. — Laying Out the Drainage System,. 

1. Systems of tile drainage. 

2. Establishing grades and making maps. 

Exercise 1. — Mapping a Drainage System. 

See Farmers' Bulletin 638, Exercise 34, Tile-cUtcli Profits, and 
Exercise 35, Setting Up a Gauge Line. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 29 

Lesson 4. — Construction of Tile Drains. 

1. Ditching methods. 

2. Laying the tile. 

Exercise 2. — Laying Tile. 

See Farmers' Bulletin 638, Exercise 36, Digging Ditch and Laying 
Tile. 

IRRIGATION. 

(2 lessons, 1 exercise.) 

References. — Irrigation in Humid Climate, Farmers' Bulletin 46. Possibilities 
and Need of Supplemental Irrigation in the Humid Regions, Yearbook Separate 570. 

Lesson 1. — Relation of Irrigation to Agriculture. 

1. History of irrigation. 

2. Present status of irrigation farming. 

3. Supplemental irrigation in humid regions. 

Lesson 2. — Practical Irrigation. 

1. Laying out the ditches. 

2. Use of water in irrigation. 

Special references. — The following Farmers' Bulletins: 138, Irrigation in Field and 
Garden; 158, How to Build Small Irrigation Ditches; 263, Practical Information for 
Beginners in Irrigation. 
Exercise. — Preparing Garden for Irrigation. 

See Farmers' Bulletin 638, Exercises 38, 39, and 40, Irrigation. 

TERRACING. 

(2 lessons, 1 exercise.) 
Reference.— The Mangum Terrace in Its Relation to Efficient Farm Management, 
Bureau of Plant Industry Circular 94. 
Lesson 1. — Purposes of Terracing. 

1. Gullying and other forms of erosion. 

2. Contours and terraces in ornamental planting and orchards. 

3. Types of terraces. 

Lesson 2. — Construction of Terraces. 

1. Laying out contour lines. 

2. Use of the A frame and other forms of levels. 

3. Making the terrace. 

Exercise. — Construction and Use of Terrace Level. 

See Farmers' Bulletin 638, Exercise 37, Laying Out and Building a 
Terrace. 

ROADS. 

(3 lessons, 2 exercises.) 
References. — The following Farmers' Bulletins: 311, Sand-clay and Burnt-clay 
Roads; 321, The Use of the Split-log Drag on Earth Roads; 338, Macadam Roads; 
505, Benefits of Improved Roads; 597, The Road Drag and How It Is Used. 

Lesson \. — Importance of Good Roads. 

1. Relation of farming to roads. 

2. Financial benefit. 

3. Social benefits. 



30 BULLETIX 592, XT. S. DEPARTMENT OF AGRICULTUKE. 

Lesson 2. — Earth Roads. 

1. Construction of earth roads. 

2. Maintenance of earth roads. 

3. Use of drag. 

Lessox 3. — Improved Tioads. 

1. I'se of graA^el. 

2. Sand clay and burnt (lay. 

3. Macadam roads. 

4. Top soiling. 

Exercise 1. — Survcn of District Boads and Their Need of Improve- 
ment. 

An effort should be made to arouse and maintain community 
interest in good roads. The students should aid the teacher in 
making a road survey of the district and in working out a map 
showing the condition of the roads and bridges. 
Exercise 2. — Making and Use of a Drag. 

See Farmers' Bulletin 638, Exercises 41 and 42, Roads. 

ROPE WORK. 

(1 lesson. 2 exercises.) 

Lesson 1. — Knots and Splices. 

1. Material. 

2. Operations. 

Exercises 1 and 2. — Rope Worlc. Knots and Sjdices. 

See Farmers' Bulletin 638, Exercises 1,2, and 3, Rope Work. 

SUGGESTIONS FOR PRACTICAL WORK IN RURAL ENGINEERING. 

CORRELATIONS. 

1. The practical work should be correlated with the work in 
Mechanic Arts if such a coiu-se is given. 

2. If a special course in mechanical drawing is not given, it will 
be well to give a number of lessons in the subject as preparation for 
the planning of farm buildings and the making of maps. 

3. Much of the work may be correlated with mathematics and 
phvsics. 

EQUIPMENT. 

A well-equipped shop, either in connection with the school farm 
or the work in mechanic arts, will be very useful. Likewise, the 
equipment of the farm in implements and machinery will be used 
to good advantage. Where no special equipment is provided, the 
class should take advantage of the farms of the students, near-by 
farms, and implement houses. It will be especially important to 
take advantage of such operation as construction of roads and 
buildings, thrashing, drainage, or any work connected with the course 
which may be going on in the vicinity of the school. 



AGRICULTURE FOR SOUTHERN SCHOOLS. 31 

COMMUNITY WORK. 

Surveys of the community with regard to its use and care of 
machinery, its sanitary conditions and needs, its roads, water supply, 
drainage, and hrigation needs, will be of great benefit to the teacher 
and the class as well as to the community. 

PROJECTS. 

Wherever it is possible to carry on any extensive practice in con- 
nection with the course, either by the class as a whole or by individual 
students, extra credit should be given for the work. Any of the lines 
of work suggested below may be either group projects carried on by 
the class or a number of the students at the school, or upon neighbor- 
ing farms or individual projects conducted upon the home farm: 

Construction of farm buildings. 

Construction of walks, feeding floors, etc., of concrete. 

Installation of heating, lighting, plumbing, and sewer systems. 

Clearing and leveling land. 

Laying out irrigation and drainage system. 

Terracing. 

Road making. 

Installing engine and connecting with farm machinery. 

TEXTS AND REFERENCES FOR RURAL ENGINEERING.' 

Benton, M. G. Shop Projects Based on Community Problems. Muncie, Tnd.: 

Vocational Supply Co., 1915. 
Blackburn, S. A. Problems in Farm Woodwork. Peoria, 111.: The Manual Arts 

Press, 1915. 
Bryce, J. M., and Mayne, D. D. Farm Shopwork. New York: The American 

Book Co., 1915. 
Campbell, H. C. Concrete on the Farm and in the Sho]>. New York: The 

Norman W. Henley Co., 1916. 
Clarkson, R. P. Practical Talks on Farm Engineering. New York: Doubleday, 

Page & Co., 1915. 
Davidson, J. B. Agricultural Engineering. St. Paul, Minn.: Webb Publishing 

Co., 1913. 
Davidson, J. B., and Chase, L. ^^\ Farm Machinery and Farm Motors. New 

York: Orange Judd Co., 1908. 
Exblaw, K. J. T. Farm Structures. New York: The Macmillan Co., 1914. 
French, T. E., and Ives, F. W. Agricultural Drawing and the Design of Farm 

Structures. New York: The McGraw Hill Book Co., 1915. 
Fuller, M. L. Domestic Water Supply for the Farm. New York: John Wiley 

& Sons Co., 1912. 
Koester, Frank. Electricity for the Farm and Home. New York: Sturgis & 

Walton Co., 1913. 
Roehl, L. M. Agricultural Woodworking. Milwaukee, Wis.: The Bruce Publish- 
ing Co., 1916. 
Verrill, A. H. Knots, Splices, and Rope Work. New York: The Norman W. 

Henley Co., 1916. 

1 These books are recommended by the Commission on Accredited Schools of the Southern States. 



32 BUIJ.KTIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

OUTLINE FOR RURAL ECONOMICS AND FARM MANAGEMENT— FOURTH 

YEAR. 

(One-half unit, 52 lessons, :^(J exercises.) 

General references. — A Method of Analyzing the Farm Business, Farmers' Bulletin 
661. The following bulletins of the Bureau of Plant Industry: 236, Farm Manage- 
ment; 259, What is Farm Management? Some Outstanding Factors in Profitable 
Farming. A Graphic Summary of American Agiiculture, Yearbook 1915. 

Lesson 1. — Introduction. 

1. Definitions. 

2. Relations of agriculture to other industries. 

Lesson 2. — Historical Slcetch. 

1. The beginnings of agriculture. 

2. Development of modern agriculture. 

Lesson 3. — Farming as a Means of Makinff a Living. 

1. Comparison with other occupations. 

2. Opportunities in agriculture. 

Lesson 4. — Farming as a Mode of Life. 

1. Living in the country. 

2. The farm as a home. 

Lesson 5. — Problems of Rural Social Life. 

1. Country life v. city life. 

2. Factors for social betterment. 

3. Personal obligations. 

Special references. — Articles in the following Yearbooks: 1914, Organization of a 
Rural Community; 1915, How the Department if Agriculture Promotes Organiza- 
tion in Rural Life. 

Lesson 6. — City-hred v. Country-bred Farmers. 

1. Advantages of country training. 

2. Advantages of city training. 

3. The back-to-the-land movement. 

Special reference. — Movement of City and Town to Farms, Yearbook 1914. 

Lesson 7. — Farming as a Business. 

1. Comparison with other business. 

2. Business principles to be applied. 

Exercise I. — A Suggested Debate. 

Time equal to one laboratory period (a double period) may be 
spent profitably in a debate involving tlie question of the relative 
t)])]3ortunities for j'omig men in the country and in the city. It 
will be best to apply the question to the opportunities in the district 
where the school is located as compared with a neighboring town 
with which the students are familiar. 
Lesson 8. — T?ie Distribution of Wealth. 

1. Economic principles involved. 

2. Relation to use of land. 

3. Relation to labor. 



AGEICULTTJBE FOR SOUTHERN" SCHOOLS. 33 

Lesson 9. — Capital. 

1. Relation to type of farming. 

2. Farming with small capital. 

Lesson 10. — Bural Credits. 

1. The farmer and the banker. 

2. Necessity of good credit. 

3. Farm credit systems. 

4. The amortization plan. 
Exercise 2. — A Suggested Debate. 

Another debate may be introduced at this time to arouse inter- 
est in the Federal farm loan act and its application to local condi- 
tions. Such a question as ''Resolved: That this commmiity (the 
school district) should organize a local farm-loan association/' may 
fit certain conditions and furnish an excellent means of getting the 
students to make a survey of local conditions as well as to get a bet- 
ter idea of what the Federal Government has done for the farmer. 

Reference material, in addition to that given, may be secured 
from the Federal Farm Loan Board, Washington, D.C. 

Special references. — The following Farmers' Bulletins: 593, How to Use Farm 
Credit; 654, How Farmers May Improve Their Personal Credit; 792, How the Federal 
Farm Loan Act Benefits the Farmer. 

Lesson IL — Land Tenure. 

1. Ownership v. rental. 

2. Methods of rental. 

3. The problem of tenant farming. 

Special references. — The following Farmers' Bulletins: 280, A Profitable Tenant 
Dairy Farm; 437, A System of Tenant Farming and Its Results. The following 
Department Bulletins: 337, A Study of the Tenant Systems of Farming in the Yazoo 
and Mississippi Delta; 411, Systems of Renting Truck Farms in Southwestern New 
Jersey. Causes Affecting Farm Values, Yearbook 1905. 

Lesson 12. — Acquiring Land. 

1. American v. European systems. 

2. Opportunities for young men. 

3. Methods of acquiring land. 

Lesson IS.^Systems of Operation. 

1. Syndicate farming v. private ownership. 

2. Maintaining fertility v. spoliation. 

Lesson 14. — Types of Farming. 

1. Factors which determine type. 

2. A comparison of types. 

Special reference. — Types of Farming, Yearbook 1908. 

Lesson 15. — General v. Special Farms. 

1 . Advantages and disadvantages of general farming. 

2. Advantages and disadvantages of special farming. 

3. Factors which determine a choice. 

4. Present need for diversification in the South. 

Special reference. — Diversified Farming Under Plantation System, Farmers' Bulle- 
tin 299. 



34 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

Lesson 16. — Extensive i\ Intensive Farming. 

1. Advantages and disadvantages of extensive farming. 

2. Advantages and disadvantages of intensive farming. 

3. Factors which determine a choice. 

Special references. — Articles in the following Yearbooks: 1902, Systems of Farm 
Management in the United States; 1905, Diversified Farming in the Cotton Belt; 
1908, Causes of Southern Rural Conditions and Small Farm as Important Remedy. 
The following Farmers' Bulletins: 472, Systems of F^arming in Central New Jersey; 
519, Example of Intensive Farming in the Cotton Belt. 

Lesson 17. — A Study of Successful Farms — Local. 

1. The farm and what has been accomplished. 

2. Factors which have meant success. 

3. A local survey. 

Exercises 3-6. — Local Farm Surveijs. 

Time equal to four double periods should be spent by the students 
in making an analysis of the home farm business under the direction 
of the teacher. Directions for this work and suitable forms will be 
found in Farmers' Bulletin 661, An Analysis of the Farm Business. 
The teacher may use some of the students in helping him make a 
general survey of the farms of the community. The results of such 
a survey will prove invaluable in adapting this course to the needs 
of the community. 

Lesson 18. — A Study of Successful Farms — General. 

1 . The farm and what has been accomplished. 

2. Factors which have meant success. 

3. General farm surveys. 

Special references. — A Model Farm, Yearbook 1903. A Successful Dairy Farm, 
Bureau of Plant Industry Bulletin 102, part 2. The following Farmers' Bulletins: 
242, An Example of Model Farming; 272, A Successful Hog and Seed-corn F'arm; 
280, A Profitable Tenant Dairy Farm; 310, A Successful Alal^ama Diversification 
Farm; 312, A Successful Southern Hay Farm; 355, A Successful Poultry and Dairy 
Farm; 264, A Profitable Cotton Farm. The following Department Bulletins: 32, An 
Example of Successful Farm Management in Southern New York; 41, A Farm- 
management Survey of Three Representative Areas in Indiana, Illinois, and Iowa; 
341, Farm-management Practice of Chester C(junty, Pa.; 492, An Economic Study 
of Farming in Sumter County, Ga. 

Problems. — It will be profitable to have the students work out 
problems in connection with many of the lessons to follow. Tliose 
given in Farm Management, by Boss, should be suggestive of others 
having local ap])lication. 

Lesson 19. — Farm Equipment. 

1. Relation of machinery to size of farm and tyi)e of farming. 

2. First costs and depreciation. 

3. Maintenance of equipment. 

Special references.— Minor Articles of Farm Equipment, r>ureau of Plant Industry 
Circular 44. A Study of Farm Equipment in Ohio, Bureau of Plant Industry Bulle- 
tin 212. 



AGRICULTLTRE FOR SOUTHERN SCHOOLS. 35 

Lesson 20, — Buying Farm Equipment. 

1. Local dealers v. mail-order houses. 

2. Cash payment v. credit. 

3. Cooperation in buying. 

Lesson 21. — Increasing Production. 

1. Relation of acre yield to profit. 

2. Relation of production to prices. 

3. Factors in crop increase. 

Lesson 22. — Maintenance of Fertility. 

1. Obligations to coming generation. 

2. Ways of increasing producti\'ity. 

3. Relation to farm management. 

4. Restoring lost fertility. 

5. Preventing erosion. 

Special references. — The Mangum Terrace in Its Relation to Efficient Farm Man- 
agement, Bureau of Plant Industry Circular 94. Also, the following Farmers' Bulle- 
tins: 257, Soil Fertility; 326, Building up a Run-do\vn Cotton Plantation. 

Lesson 23. — Live Stocl: and Soil Fertility. 

1. Animal products v. plant products in relation to plant food. 

2. Value of barnyard manure. 

3. Care and use of barnyard manure. 

Special references. — The Function of Live Stock in Agriculture, Yearbook 1916. 
The following Farmers' Bulletins: 192, Barnyard Manure; 614, A Corn-belt Farm- 
ing System Which Saves Harvest Labor by Hogging Down Crops; 704, Grain Farm- 
ing in the Com Belt with Live Stock as a Side Line. 
Lesson 24. — Economics of Animal Production. 

1. Live stock as a means of marketing low-priced crops. 

2. Live stock and cheap labor. 

3. Relation of live stock to type of farming and size of farm. 
Special reference. — Cropping Systems for Stock Farms, Yearbook 1907. 

Lesson 25. — Some Live-Stock Prohlems. 

1. Pure-bred v. grade stock. 

2. Breeding animals v. market stock. 

3. Depreciation and increase in value of stock. 

Special references.— The following department Bulletins: 49, The Cost of Raising 
a Dairy Cow; 418, Influence of Age on the Value of Dairy Cows and Farm Work 
Horses. 

Lesson 26. ^Rotation of Crops. 

1. Benefits of crop rotation. 

2. Essentials of a good system. 

Lesson 27. — Rotation of Crops — Continued. 

1. Classification of crops. 

2. General rotations. 

Lesson 28. — Rotation of Crops — Continued. 

1. Rotations for the cotton belt. 

2. Rotations for special farms. 

Special references.— Suggested Cropping System for the Black Lands of Texas, 
Bureau of Plant Industry Circular 84. Planning Cropping Systems, Bureau of 



36 BULLETIN 592^ U. S. DEPARTMENT OF AGRICULTURE. 

Plant Industry Bulletin 102, Part 3. Articles in the following Yearbooks: 
1905, Diversified Farming in the Cotton Belt; 1907, Cropping Systems for Stock 
Farms; 1911, Rotations in the Corn Belt. Diversified Farming under the Plantation 
System, Farmers' Bulletin 299. 

Lesson 29.— Planning the Farm and Farmstead. 

1. Need of careful planning. 

2. Size of farms. 

3. Eliminating waste land. 

Special reference. — Waste Land and Wasted Land on Farms, Farmers' Bulletin 745. 

Lesson 30. — Planning the Farm and Farmstead — Continued. 

1. Size and shape of fields. 

2. Relation of field to farmstead. 

Lesson 31. — Planning the Farm and Farmstead — Continued. 

1. Relation of farms to highways. 

2. Laying out the? farm. 

Special reference. — A Model Farm, Yearbook, 1903. 

Lesson 32. — Planning the Farm and Farmstead — Continued. 

1. The farm house. 

2. Other farm buildings. 

3. Arrangement of buildings. 

Exercises 7-10. — Drafting Farm Plans. 

Four double periods should be spent in drafting and in a critical 
examination of farm plans by the students. Such plans should 
include the home farms of the students and ideal plans of such types 
of farms as the individual students have a special interest in. The 
plans should be drawn to scale and traced with ink. Such a grade 
of work should be required that the students wiU desu-e to keep the 
plans. 
Lesson 33. — Replanning Problems. 

1. A study of replanned farms. 
Lesson 34. — Beplaniiing ProUems — Continued. 

1. Replanning the farmstead. 

2. Remodeling of buildings. 

Lesson 35. — Replanning Problems — Continued. 

1. Rearrangement of local farms. 

2. Rearrangement of local farmsteads. 

Exercises 11-14. — Replanning Problems. 

After the students have had general practice in making farm plans 
four double periods may be spent profitably in replanning farms and 
farmsteads of the community. 

Special reference.— Replanning a Farm for Profit, Farmers' Bulletin 370. 
Lesson 36. — Farm Labor. 

1. Wliy there is a labor problem. 

2. Kinds of farm lal)or. 

3. The tenant problems. 



AGKICULTTJEE FOR SOUTHERN SCHOOLS. 37 

Lesson 37. — Management of Farm Labor. 

1. A day's work for one man. 

2. Efficiency in management. 

3. Seasonal distribution. 

Special references. — The following department bulletins: 3, Normal Day's Work 
for Various Farm Operations; 412, The Normal Day's Work of Farm Implements, 
Workmen, and Crews in Western New York. Articles in the following Yearbooks: 
1910, Supply and Wages of Farm Labor; 1911, Seasonal Distribution of Labor on 
the Farm. 
Exercises 15 and 16. — Planning Worlc Schedules. 

After the work with farm plans two double periods should be taken 
in planning work schedules for the home farms of the students and 
other farms which they have planned and in wliich they have an 
interest. 
Lesson 38. — Factors of Agricultural Production. 

1. Land. 

2. Capital goods. 

3. Population. 

Lesson 39. — Cost of Production. 

1. Necessity of knowing costs. 

2. Factors which determine cost. 

3. Interest on permanent investment and depreciation. 

Exercises 17-20. — Cost of Production. 

Time equal to four double periods should be spent in worldng out 
costs of production on local farms. Records kept in connection 
with home projects and club work may form the basis of this work. 

Special reference. — Farm Records and Accounts^Suggestions for Teaching the 
Subject in Secondary Schools, States Relations Ser\-ice Document 38. 

Lesson 40. — Cost of Production — Continued. 

1. Cost of man labor and horse labor. 

2. Cost of live-stock production. 

3. Contribution of farm to farmer's li-* ing. 

4. Wastes of the farm. 

Special references. — The following Farmers' Bulletins: 635, WTiat the Farm Con- 
tributes Directly to the Farmer's Living; 746, The Farmer's Income. The following 
bulletins of the Bureau of Statistics, United States Department of Agriculture: 16, 
Cost of Cotton Production; 48, Cost of Producing Minnesota Farm Products; 73, Cost 
of Producing Farm Products; 88, Cost of Producing Minnesota Dairy Products. The 
following Department Bulletins: 29, Crew Work Costs and Returns in Commercial 
Orcharding in West Virginia; 49, The Cost of Raising a Dairy Cow; 130, Operating 
Cost of a Well-established New York Apple Orchard; 321, Cost of Fencing Farms 
in North Central States; 338, Machinery Cost of Farm Operations in Western New 
York; 410, Value to Farm Families of Food, Fuel, and Use of Home; 446, Cost of 
Producing Apples in W^enatchee Valley, Wash. 

Exercises 21-26. — Farm Boolclceeping. 

In connection with the general lessons in farm accotmts time equal 
to six double periods should be given to practice in the application 



38 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

of the general principles of bookkeeping to farm accounts. Stress 
should be placed upon forming habits of neatness and accuracy. 

Lesson 41. — Farm Records and Accounts. 

1. Necessity of farm records and accounts. 

2. Essentials of a farm-account system. 

Special references. — The following Farmers' Bulletins: 511, Farm Bookkeeping; 
572, A System of Farm Cost Accounting; GGl, An Analysis (if the Farm Business; 
782, The Use of a Diiiry for Farm Accounts. 
Lesson 42. — Farm Records and Accounts — Continued. 

1. Kinds of accounts. 

2. Personal accounts. 

Exercises 27-32. — Home Farm Records. 

Time equal to six double periods should be spent in applying the 
principles of farm bookkeeping to home records and accoimts. The 
needs brought out in an anaWsis of the farm business should form a 
basis for this work. 
Lesson 43. — Farm Records and Accounts — Continued. 

1. General accounts. 

2. The farm inventory. 

Exercises 33 and 34. — Farm Inventories. 

In connection with the farm accounting two double periods should 
be spent in taking inventories on the home farm or representative 
farms in the school district. 

Lesson 44. — Farm Records and Accounts — Continued. 

L Receipts and expenses. 
2. Miscellaneous accounts. 

Lesson 45. — Farm Records and Accounts — Continued. 

1. Field accounts. 

2. Labor accounts. 

Lesson 46.^ — Farm Records and Accounts — Continued. 

- 1. Animal-husbandry accounts. 

2. Animal -husbandry records. 

3. Animal-breeding records. 

Lesson 47. — Marketing Farm Products. 

1. Selling at harvest time. 

2. Storing for higher prices. 

Special references.— The following Farmers' Bulletins: 7«>4, Cotton CJinning Infor- 
mation for Farmers; 775, Losses From Selling Cotton in the Seed. Disadvantages 
of Selling Cotton in the Seed, department bulletin 375. 
Lesson 48. — Marketing Farm Products — Continued. 

1. Wholesale v. retail. 

2. Selling on commission. 

3. Advertising. 

4. Using the parcel post. 

Special references.— The following department bulletins: 260, Outlets and Methods 
of Sale for Shippers of Fruits and Vegetables; 267, Methods of Wholesale Distribution 
of Fruits and Vegetables on Large Markets; 315, Cantaloup Marketing in the Larger 
Cities, With Car-lot Supply, 1914; 331, The Handling and Shipping of Fresh Cherries 



AGRICULTUKE FOE SOUTHERN SCHOOLS. 39 

and Primes from the Willamette Valley. Articles in the following Yearbooks: 1904, 
Consumers' Fancies; 1911, Handling and Marketing Eggs; 1912, Improved Methods 
of Handling and Marketing Cotton. Economics of Crop Disposal, Bureau of Plant 
Industry Bulletin 118. The following Farmers' Bulletins: 62, Marketing Farm Pro- 
duce; 703, Suggestions for Parcel-post Marketing. 

Lesson 49. — Cooperation in Agriculture. 

1. Need of cooperation. 

2. Methods of cooperation. 

3. \Miat has been accomplished. 

Special references. — Cooperative Organization Business Methods. Department 
bulletin 178. Articles in the following Yearbooks: 1910, Cooperation in Handling 
and Marketing Fruits; 1913, Organization of Rural Interests; 1914, Cooperative 
Marketing and Financing of Marketing Associations; 1914, How the Department of 
Agriculture Promotes Organization in Rural Life; 1915, The Cooperative Purchase of 
Farm Supplies. Cooperative Live-stock Shipping Associations, Farmers' Bulletin 718. 

Lesson 50. — CTioosing a Region. 

1. Consideration of climate, soil, etc. 

2. Type of farming. 

Special reference. — Opportunities in Agriculture, Yearbook 1904 

Lesson 51. — Choosing a Farm. 

1. Importance of careful consideration. 

2. Characteristics of community. 

Lesson 52. — Choosing a Farm — Continued. 

1. Characteristics of the farm. 

2. Fitting a farm to personal ideals and circumstances. 

Exercises 35 and 36. — Scoring Farms. 

Two double periods should be spent in scoring farms in the com- 
munity and determining their value. Preference should be given 
farms for sale. 

Special references. — How to Choose a Farm, by Hunt, and Farm Management, by 
Boss, have suggestive score cards. 

HOME PROJECTS IN RURAL ECONOMICS AND FARM MANAGEMENT. 

No definite time and credit for home projects is suggested for this 
course, as a half year is a limited time in which to cover the subject, 
and the home work in farm management is such that time and credit 
must be adjusted to fit individual students. Effort should be made, 
however, to linlc practical work in fann management at home with 
the work of the school and to encourage such work by giving extra 
credit. 

Work in connection with the keeping of farm records and accounts 
and the making of community surveys may be made extensive enough 
to consider a project which would be worthy of extra credit. Wlier- 
ever students have the general management of a farm or any exten- 
sive phase of the farm work, an effort should be made to coimect this 
work in such a way with the course in farm management that it will 
be worthy of school credit. Such work should offer an excellent 
opportunity to apply the principles brought out in the classroom. 



40 BULLETIN 592, U. S. DEPARTMENT OF AGRICULTURE. 

TEXTS AND REFERENCES FOR RURAL ECONOMICS AND FARM MAN- 
AGEMENT.' 

Bexell, J. A., and Niohols, F. G. Farm Accounts and Principles of Bookkeeping. 

New York: The American Book Co., IfllS. 
Boss, Andrew. Farm Management. Chicago: Lyons & Carnahan Co., 1914. 
Boss, Andrew, and Peck, F. W. Farm Records and Accounts. St. Paul, Minn.: 

Webb Publishing Co., 1914. 
Carver, T. N. Principles of Rural Economics. Boston: Ginn & Co., 1911. 
Carver, T. N. Selected Readings in Rural Economics. Boston: Ginn & Co., 1916. 
Coulter, J. L. Cooperation Among Farmers. New York: Sturgis Walton Co., 1911. 
Hunt, T. F. How to Choose a Farm. New York: The Macmillan Co., 1911, 2. ed. 
Nourse, E. G. Agricultural Economics. Chicago: University of Chicago Press, 1916. 
Orwin, C. S. Farm Accounts. Cambridge, Mass.: University Press, 1914. 
Powell, G. H. Coojjeration in Agriculture. New York: The Macmillan Co., 1913. 
Sanford, A. H. The Story of Agriculture in the United States. Boston: D. C. 

Heath & Co., 1916. 
Steiner, H. L. How to Keep Farm Accounts. Toledo, Ohio: Author, 1912. 
Taylor, H. C. An Introduction to the Study of Agricultural Economics. New 

York: The Macmillan Co., 1914. 
Vye, J. A. Farm Accounts. St. Anthony Park, Minn.: Author, 1906. 
Warren, G. F. Farm Management. New York: The Macmillan Co., 1913. 
Warren, G. F., and Livermore, K. C. Laboratory Exercises in Farm Management. 

New York: The Macmillan Co., 1913. 
Weld, L. D. H. The Marketing of Farm Products. New York: The Macmillan 

Co., 1916. 

1 These books are recommended by the Commission on Accredited Schools of the Southern States. 

o 



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